OUR LADY IMMACULATE CATHOLIC PRIMARY SCHOOL
MENTAL HEALTH AND EMOTIONAL WELLBEING POLICY
Contents
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
10.0
11.0
12.0
13.0
14.0
Policy Statement
Scope
Policy Aims
Key Staff Members
Individual Care Plans
Teaching about Mental Health
Signposting
Sources or support at school and in the local community
Warning signs
Targeted support
Managing disclosures
Confidentiality
Whole School Approach
13.1
13.2
Working with Parents/Carers
Supporting Parents/Carers
Support Peers
15.0
16.0
Training
Policy Review
1
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
1.0 Policy statement
At Our Lady Immaculate Catholic Primary School, we are committed to promoting positive mental health and
emotional wellbeing to all pupils, their families and members of staff and governors. Our open culture allows
everyone’s voice to be heard, and through the use of effective policies and procedures we ensure a safe and
supportive environment for all affected – both directly and indirectly – by mental health issues.
2.0 Scope
This policy is a guide to all staff – including non-teaching and governors – outlining our approach to promoting
mental health and emotional wellbeing.
It should be read in conjunction with other relevant school policies.
3.0 Policy Aims
▪ Promote positive mental health and emotional wellbeing in all staff and pupils.
▪ Increase understanding and awareness of common mental health issues.
▪ Enable staff to identify and respond to early warning signs of mental ill health in pupils.
▪ Enable staff to understand how and when to access support when working with pupils with mental health
issues.
▪ Provide the right support to pupils with mental health issues, and know where to signpost them and their
parents/carers for specific support.
▪ Develop resilience amongst pupils and raise awareness of resilience building techniques.
▪ Raise awareness amongst staff and gain recognition from SLT that staff may have mental health issues, and
that they are supported in relation to looking after their wellbeing; instilling a culture of staff and pupil
welfare where everyone is aware of signs and symptoms with effective signposting underpinned by
behaviour and welfare around school.
4.0 Key staff members
This policy aims to ensure all staff take responsibility to promote the mental health of pupils, however key
members of staff have specific roles to play:
• Pastoral Staff
▪ Designated Safeguarding Lead
▪ SENCO
▪ Mental Health First Aider
▪ PSHEe Coordinator
2
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
If a member of staff is concerned about the mental health or wellbeing of a pupil, in the first instance they
should speak to Rebecca Hughes (Mental Health First Aider) and if she is not available, Mrs Sergeant.
If there is a concern that the pupil is high risk or in danger of immediate harm, the school’s child protection
procedures should be followed.
If the child presents a high-risk medical emergency, relevant procedures should be followed, including
involving the emergency services if necessary.
5.0 Individual Care Plans
When a pupil has been identified as having cause for concern, has received a diagnosis of a mental health
issue, or is receiving support either through CAMHS or another organisation, it is recommended that an
Individual Care Plan should be drawn up. The development of the plan should involve the pupil, parents, and
relevant professionals.
Suggested elements of this plan include:
▪ Details of the pupil’s situation/condition/diagnosis
▪ Special requirements or strategies, and necessary precautions
▪ Medication and any side effects
▪ Who to contact in an emergency
▪ The role the school and specific staff
6.0 Teaching about mental health
The skills, knowledge and understanding our pupils need to keep themselves – and others – physically and
mentally healthy and safe are included as part of our PSHEe curriculum and our peer mentoring programme.
(Playground Leaders and school council)
We will follow the guidance issued by the PSHE Association to prepare us to teach about mental health and
emotional health safely and sensitively. This is reflected within our PSHEe targets and objectives.
https://www.pshe-association.org.uk/curriculum-and-resources/resources/guidance-preparing-teach-about
mental-health-and emotional wellbeing Incorporating this into our curriculum at all stages is a good
opportunity to promote pupils’ wellbeing through the development of healthy coping strategies and an
understanding of pupils’ own emotions as well as those of other people.
3
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
Additionally, we will use such lessons as a vehicle for providing pupils who do develop difficulties with
strategies to keep themselves healthy and safe, as well as supporting pupils to support any of their friends
who are facing challenges. See Section 14 for Supporting Peers
7.0 Signposting
We will ensure that staff, pupils and parents/carers are aware of the support and services available to them,
and how they can access these services.
Within the school , and through our communication channels (newsletters, websites), we will share and
display relevant information about local and national support services and events.
The aim of this is to ensure pupils understand:
▪ What help is available
▪ Who it is aimed at
▪ How to access it
▪ Why should they access it
▪ What is likely to happen next
8.0 Sources or support at school and in the local community
At OLI we also consider Circle Time, R-Time, Dots, ROAR and MISP as opportunities to promote strategies
for mental wellness. The Learning Mentor and LSAs who are trained and equipped to support children with
their Behaviour as well as teaching staff and Senior Leadership Team. (See appendices’ for Policies and
Rationale.)
Local Support
In Liverpool, there are a range of organisations and groups offering support, including the CAMHS
partnership, a group of providers specialising in children and young
people’s mental health wellbeing. These partners deliver accessible support to children, pupils and their
families, whilst working with professionals to reduce the range of mental health issues through prevention,
intervention, training and participation. At OLI we access support for individual children from The Seedlings
Project.
Waves of Provision at OLI:
Non-SEND pupils
Wave 1
Quality First Teaching – Massage In Schools Programme, Circle Time, Mindfulness Activities, YOGA EYFS,
Daily Mile, School Hub – quiet spaces, PawsB, Dots
Wave 2
4
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
Therapeutic Support
Small Group Work – Sunbeams, Rainbows, Enhanced Circle Time, R Time -Th.Inc Room Principles -Therapeutic
Play, 1-1 Therapeutic Support, Lego Therapy, Sensory Circuits, Social Stories.
Wave 3
External Agencies.
MHST, Seedlings, Bereavement Support, Play Therapy, School Family Support, Educational Psychologist
Services, OSSME, ADHD Foundation, CAMHS
9.0 Warning Signs
Staff may become aware of warning signs which indicate a pupil is experiencing mental health or emotional
wellbeing issues. These warning signs should always be taken seriously and staff observing any of these
warning signs should alert Rebecca Hughes.
Warning signs, which all staff should be aware of include:
▪ Physical signs of harm that are repeated or
appear non-accidental
▪ Changes in eating / sleeping habits
▪ Increased isolation from friends or family,
becoming socially withdrawn
▪ Changes in activity and mood
▪ Lowering of academic achievement
▪ Talking or joking about self-harm or suicide
▪ Abusing drugs or alcohol
10.0 Targeted support
▪ Expressing feelings of failure, uselessness or
loss of hope
▪ Changes in clothing – e.g. long sleeves in
warm weather
▪ Secretive behaviour
▪ Skipping PE or getting changed secretively
▪ Lateness to, or absence from school
▪ Repeated physical pain or nausea with no
evident cause
▪ An increase in lateness or absenteeism
We recognise some children and pupils are at greater risk of experiencing poorer mental health. For example,
those who are in care, young carers, those who have had previous access to CAMHS, those living with
parents/carers with a mental illness and those living in households experiencing trauma.
We work closely with school nurses and their teams in supporting the emotional and mental health needs of
school-aged children and are equipped to work at community, family and individual levels. Their skills cover
identifying issues early, determining potential risks and providing early intervention to prevent issues escalating.
5
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
We ensure timely and effective identification of pupils who would benefit from targeted support and ensure
appropriate referral to support services by:
▪ Providing specific help for those children most at risk (or already showing signs) of
social, emotional, and behavioural problems;
▪ Working closely with Liverpool City Council Children’s Services, Liverpool CAMHS
and other agencies services to follow various protocols including assessment and
referral;
▪ Identifying and assessing in line with the Early Help Assessment Tool (EHAT), children
who are showing early signs of anxiety, emotional distress, or behavioural problems;
▪ Discussing options for tackling these problems with the child and their
parents/carers. Agree an Individual Care Plan as the first stage of a ‘stepped care’ approach;
▪ Providing a range of interventions that have been proven to be effective,
▪ Ensure pupils have access to pastoral care and support, as well as
specialist services, including Liverpool CAMHS, so that emotional, social and behavioural problems can be dealt
with as soon as they occur;
▪ Provide pupils with clear and consistent information about the opportunities
available for them to discuss personal issues and emotional concerns. Any support offered should take account
of local community and education policies and protocols regarding confidentiality;
▪ Provide pupils with opportunities to build relationships, particularly those
who may find it difficult to seek support when they need it; and
▪ The identification, assessment, and support of young carers under the statutory duties
outlined in the Children & Families Act 2014.
11.0 Managing disclosures
If a pupil chooses to disclose concerns about themselves, or a friend, to any member of staff, the response will
be calm, supportive and non-judgemental.
All disclosures should be recorded confidentially on the pupil’s personal file, including:
▪ Date
▪ Name of member of staff to whom the
disclosure was made
▪ Nature of the disclosure & main points from
the conversation
▪ Agreed next steps
This information will be shared with Rebecca Hughes and the Safeguarding Team.
If a Peer Mentoring Programme is in place, any disclosures made will also map with this process.
6
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
12.0 Confidentiality
If a member of staff feels it is necessary to pass on concerns about a pupil to either someone within or
outside of the school, then this will be first discussed with the pupil. We will tell them:
▪ Who we are going to tell
▪ What we are going to tell them
▪ Why we need to tell them
▪ When we’re going to tell them
It is important to also safeguard staff emotional wellbeing. By sharing disclosures with a colleague this
ensures one single member of staff isn’t solely responsible for the pupil. This also ensures continuity of care
should staff absence occur and provides opportunities for ideas and support.
Parents must always be informed. If this is the case, a timescale of 24 hours is recommended to share this
information before the school makes contact with the parents/carers.
If a pupil gives us reason to believe that they are at risk, or there are child protection issues, parents should
not be informed, but the child protection procedures should be followed.
13.0 Whole school approach
https://www.liverpoollearningpartnership.com/what-we-do/mental-health/whole-school-approach
to-mental-health/
The school use ROAR as part of their whole school approach to mental health to supplement the
PSHE curriculum.
13.1 Working with parents/carers
If it is deemed appropriate to inform parents there are questions to consider first:
▪ Can we meet with the parents/carers face-to-face?
▪ Where should the meeting take place – some parents are uncomfortable in school premises so consider
a neutral venue if appropriate.
▪ Who should be present – pupils, staff, parents etc.?
▪ What are the aims of the meeting and expected outcomes?
We are mindful that for a parent, hearing about their child’s issues can be upsetting and distressing. They
may therefore respond in various ways which we should be prepared for and allow time for the parent to
reflect and come to terms with the situation.
7
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
Signposting parents to other sources of information and support can be helpful in these instances. At the end
of the meeting, lines of communication should be kept open should the parents have further questions or
concerns. Booking a follow-up meeting or phone call might be beneficial at this stage.
Ensure a record of the meeting and points discussed/agree are added to the pupil’s record and an Individual
Care Plan created if appropriate.
13.2 Supporting parents
We recognise the family plays a key role in influencing children and pupils’s emotional health and wellbeing;
we will work in partnership with parents and carers to promote emotional health and wellbeing by:
▪ Encouraging all parents to be aware of and have access to promoting social and emotional wellbeing and
preventing mental health problems;
▪ Highlighting sources of information and support about common mental health issues through our
communication channels (website, newsletters etc.);
▪ Offering support to help parents or carers develop their parenting skills. This may involve providing
information or offering small, group-based programmes run by community nurses (such as school nurses
and health visitors) or other appropriately trained health or education practitioners; and
▪ Ensuring parents, carers and other family members living in disadvantaged circumstances are given the
support they need to participate fully in activities to promote social and emotional wellbeing. This will
include support to participate in any parenting sessions, by offering a range of times for the sessions or
providing help with transport and childcare. We recognise this might involve liaison with family support
agencies.
14.0 Supporting Peers.
At OLI we support children to develop and maintain healthy friendships.
We promote a safe environment within which children can recognise and talk
to each other about their feelings. All children feel that they can talk to an adult
if they are worried or upset about something. Children can put worries in a worry
box.
8
Approved by the Governing body at their meeting on November 2021
Date for Review: Autumn 2023
15.0 Training
As a minimum, all staff will receive regular training about recognising and responding to mental health issues
as part of their regular child protection training to enable them to keep pupils safe. All staff have received
Mental Health First Aid training and Training to support children who have experienced trauma .
We will host relevant information on our website for staff who wish to learn more about mental health. The
MindEd learning portal provides free online training suitable for staff wishing to know more about a specific
issue.
Training opportunities for staff who require more in depth knowledge will be considered as part of our
performance management process and additional CPD will be supported throughout the year where it
becomes appropriate due developing situations with one or more pupils.
Where the need to do so becomes evident, we will host twilight training sessions for all staff to promote
learning or understanding about specific issues related to mental health.
Suggestions for individual, group or whole school CPD should be discussed with Rebecca Hughes who can
also highlight sources of relevant training and support for individuals as needed.
16.0 Policy Review
This policy was ratified by the Governing Body on November 2021
This policy will be reviewed every two years as a minimum. The next review date is Autumn 2023
In between updates, the policy will be updated when necessary to reflect local and national changes.